In January, the Jackson Public Schools became the first district in Mississippi to launch an evening high school that students attend from 2:30 to 8:30 p.m. It’s designed for students whose other commitments—such as jobs or caring for their own children or younger siblings—make traditional school hours difficult.
In the mountains of western North Carolina, administrators in Buncombe County Schools have seen a steady rise in the number of its 25,500 students who are homeless, food-insecure and involved in domestic violence.
No matter how cutting-edge the technology or advanced the curriculum, students have a hard time mastering essays and equations if they’re hungry, traumatized or feeling marginalized by a textbook’s inaccurate portrayal of their ethnic group.
Kicking a soccer ball might feel a bit like poetry—the power of your foot sending the ball curling through the air to a teammate or into the back of a net. Washington, D.C., teacher Julie Kennedy has for the past 20 years paired verse with the world’s most popular sport to provide a safe haven for thousands of urban students.
Libby Schaaf, mayor of Oakland, established in January the Oakland Promise, a project with more than 100 community partners working to triple the number of the city’s low-income, public school students who go on to graduate college.
Tucked among the Shenandoah Valley in Virginia is a high-poverty school district that looks a lot like the United Nations. And helping Kurdish, Eritrean and Paraguayan refugee students become part of the social fabric is something Harrisonburg City Public Schools Superintendent Scott Kizner is most proud of.
Efforts to address the achievement gap have taken an innovative path in Connecticut. In response to the call from legislatures disgusted with 25 years of NAEP data trends that showed little improvement in closing gaps, a task force was created to examine the disparities.
Amidst the deluge of interventions—and despite noble intentions—we still lack a coherent, causal understanding of the mechanisms that can solve the achievement gap at scale. Unsurprisingly, efforts to close chronic achievement gaps continue to fall flat.
Malika Anderson became superintendent of the Achievement School District in Tennessee this month. She had been the district’s No. 2 official.
The state-run, turnaround district was created in 2010 with a Race to the Top grant. It takes the bottom-performing 5 percent of schools in the state and assigns them to charter operators to help move them to the top 25 percent.
Former Washington Post reporter Dale Russakoff's new book looks at what went wrong with Newark’s ‘Hemisphere of Hope’ and massive grant from Facebook's Mark Zuckerberg that supported the initiative. She says most funds went to hiring consultants, expanding charter schools, closing low-performing schools and subsequently firing teachers.
A first-of-its-kind, 50-city analysis of public education finds that while academic progress remains flat in most urban areas, underserved students in some parts of the country are gaining access to more rigorous learning.
Disproportionate suspension rates for black students and disabled students have created a national “discipline gap,” making it more difficult for these students to succeed academically, according to the Center for Civil Rights Remedies at UCLA
Politicians often express concern over the widening achievement gap between black and white students in this country. But there was a time when that gap was reduced by as much a half. The reason? Integrated schools.